Interlanguage: Unit 5
Interlanguage: Unit 5
Interlanguage: Unit 5
Interlanguage
Index
Scheme 3
Key Ideas 4
5.1. Objectives 4
5.2. Introduction 5
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In Depth 23
Test 25
Scheme
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5.1. Objectives
In order to understand the unit, it is important that students read the mandatory
contents, listed in the key ideas. Students should also read the recommended
readings or watch the videos to enhance their breadth and depth on the topic
although it is not required to complete the unit test.
To study this unit, please read carefully the following sections, which will go through
the theory of interlanguage, the five processes which influence interlanguage, how
teachers can resolve interlanguage in their learners and finally discuss briefly about
the English varieties around the world. This unit is designed to provide an idea of how
interlanguage affects student’s development of a second language but also how a
teacher can help guide the student through interlanguage to become more successful
in their L2 acquisition and learning. Throughout this unit the following information
will:
While the theory itself is important to understand in how a student’s journey from
their L1 to L2 is developing it is also key to understand the contextual implications for
the classroom. To teach students L2 means a teacher must understand the role
interlanguage plays and how it can affect their language development. For the
purposes of this unit, ten techniques will be considered to improve student’s
interlanguage journey.
Finally, the implications of colonization and immigration have also influenced the
English language around the world. Countries which were colonized or have had a
heavy immigration of English language speakers also speak a variant of English which
is a version of the interlanguage a community shared. This demonstrates how
interlanguage when it affects a community or a large group of people can eventually
establish a variant of a language.
Thus, interlanguage is the development of the L2 when individuals have not reached
a native-speaker competence. Selinker contends the majority of individuals will not
reach such competence, meaning the language spoken by such individuals can be
regarded as interlanguage. Selinker (1972) outlines the interlanguage identifications
as three systems:
Language transfer: Odlin (1989 as cited in Lavoie, 2003) describes it as, “the influence
resulting from similarities and differences between the target language and any
other language that has been previously (and perhaps imperfectly) acquired.”
Similarities between the L1 and L2 can in turn positively influence. For example,
similarities in writing systems, vowel sounds or/and vocabulary.
• Writing systems: English and Spanish have the Roman alphabet, whereas
Japanese and English/Spanish don’t.
• Vowel sounds: In English there are more than 14 vowel sounds, whereas in
Spanish there are only 5 sounds. English is not a phonetically written language,
which is why native speakers have spelling tests. Spanish is a phonetic language,
which is why native speakers have dictation tests.
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Training can be successful though it can also be unsuccessful. For example, Can I
go to the toilet? Instead of May I go to the toilet? Can reflects the ability whereas
may is asking for permission. This reflects improper training of the language.
Compensation strategies: Sketch out how leaners make up the limited language
to achieve successful language.
• “Guessing from the context in listening and reading; using synonyms and
“talking around” the missing word to aid speaking and writing; and strictly for
speaking, using gestures or pause words) help the learner make up for missing
knowledge” (Oxford, 2003).
Affective strategies: How leaners adjust their affective status in the learning
process.
• “Identifying one’s mood and anxiety level, talking about feelings, rewarding
oneself for good performance, and using deep breathing or positive self-talk”
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(Oxford, 2003).
An example from Mahmood & Murad (2008), of the various strategies utilized in
L2 communication when referring to a magic marker, one who does not recall the
name may say one of the following things:
• Pen (generalization).
• Whiteboard magic (approximation).
• Special pen used for writing on whiteboards (circumlocution).
• Erasable whiteboard pen (paraphrase).
Grammatical: For example, applying –ed to all verbs when saying them in the past
and not considering there are irregular verbs (catch – caught).
Morphological: For example, applying –er to all adjectives in the comparative form
and not considering there are irregular verbs (bad – worse).
Interlanguage is its own system in which a language speaker begins to learn a second
language. The following figure of the schematic representation of interlanguage
depicts how language learners move from an L1 to an L2 with interlanguage in
between. In the initial state language learners are exposed to the L2, which is when
the learner begins to restructure their linguistic competence and develop a linguistic
system through the process of testing out the language. The learner then reaches a
“hybrid linguistic system created in the process is interlanguage, and it is assumed to
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incorporate formal linguistic properties from the L1 and from the L2 to different
degrees” (Montrul, 2014). The language learner with more features of their L1 in their
interlanguage is going to be closer to the initial state than one whose developments
in language learning are closer to an L2 speaker. It is important to note not all
Understanding the mistakes learners make will enable teachers to aid their students
in correcting their errors. “The most well-known example comes from past tense. The
stages look something like this:
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Stage 1: Early acquisition of highly frequent irregular verbs (e.g., went, ate).
Stage 2: Acquisition of regular verbs (e.g., talked, studied) and simultaneous
regularization of irregulars (e.g., wented/goed, ated/eated).
With this example and considerations for how interlanguage develops through the
second language learnings there are some considerations educators and teachers
should keep in mind when planning, interacting and evaluating students’ language
learning. Larsen-Freeman (2014), provides ten ways to adapt language instruction
to intercede in learner’s interlanguage.
The overall goal should not be to pass a test but rather to gain the ability to create
meaning with the target language. It is a way to allow language learners to
experiment, play and be creative with the language without having negative
repercussions such as failing. This also accounts for the fact that language and
technology is ever-changing and evolving, as time goes on new words are added into
dictionaries and people’s vocabularies. Considering words like google, Instagram or
tweet didn’t exist 30 years ago. Now they are a part of everyday language which was
influenced by technology allowing learners to access information from across the
globe and it creates new spaces for communication.
Teachers should identify the context and the language goals which students should
reach. Meaning when students are given a task or assignment there should be an
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established end goal the students should be able to reach provided the proper
scaffolding or differentiated learning so all students can access the information.
Resources such as grammatical rules and vocabulary, whether written or oral should
be considered to aid the students in reaching the end goal.
Teachers should integrate dynamic and engaging activities or tasks. If these tasks or
activities allow for students to learn and access the language through multiple entry
points learners will be engaged and active in their own learning. Examples of different
entry points may include but are not limited to:
concept.
Pose questions for the group to discuss.
selection.
Tell a story about the concept.
Foundational: Ponder, Think about the big questions and essential understandings.
concept.
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connections.
concept maps.
Create a game that teaches the concept.
Do an experiment.
Build a model.
Debate an issue.
Socialize as a team.
Self-assessment.
Review independently.
Table 1. Multiple Entry Points. (Educational Research Newsletter & Webinars, 2010).
When students are able to learn and use information they are able to retrieve the
information at a later moment. That is to say students should learn, use and retrieve
the content to ensure that learning has taken place. This meaning that although
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Students should use and develop language constantly. Although structures should be
provided there should also be room for creativity with language. The teacher needs
to make sure that while repeating language activities that the meaning and creativity
are not striped away. Thus students are engaging with the same language patterns
but allowed to be innovative with new vocabulary or structures, if it occurs.
Through the language structures taught students should not become robots, spitting
out repetitive information. Teachers should make students aware of the choices
made and the logic behind them. Students should learn from the mistakes made with
logic and explanations, also through comparison of the correct and incorrect way to
say/write. Helping students understand the reasons for their mistakes helps them to
understand the language and also equips them with the tools to later be able to
independently rationalize their errors.
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Teachers need not only to teach a language but provide context for the information
being taught. If students learn grammatical structures without the context it will
hinder them from being able to apply the grammatical structure in appropriate
settings. Larsen-Freeman (2014) points out, “one means of doing so is to build on
Stevick’s idea of technemes: When teachers change the conditions for completing a
task successfully from one time to the next, however slightly, a new challenge is
presented. For instance, if the students have to complete the same task a second
time, but do so taking less time, students have an opportunity to learn to adapt their
language resources.” This meaning that one activity should link to the next so
students are able to link information to the new context and be able to solve the
language issues.
Helping students develop their ability to relate to signs and symbols will further their
language learning. “To do this, teachers would guide students to move easily among
the many different modes of communication in the many different contexts students
encounter” (Larsen-Freeman, 2014). This means that the teacher will have students
engage in the three modes of communication. See the In Depth section for more
information on how to evaluate, implement and utilize modes of communication
within the classroom.
MODES OF COMMUNICATION
WHEN IT OCCURS
exchanges of the author, speaker, or exchange
information producer wants the No direct opportunity
When teachers teach languages it is important that students understand the global
context of using a language, languages are dynamic and vary based on areas. For
example, when traveling students may find that English is easier to communicate with
in other countries than it is in class. They may find this likely due to the fact that real
world situations call for people to take into consideration context, gestures, facial
expressions and intonations. This meaning that students should be able to learn how
to develop their competence through negotiation strategies to understanding the
meaning of words/ideas or contexts.
This means that assessment cannot be one exam and on one day, rather assessment
should be the evolution of the students learning. It is important that teachers indicate
the overall goal of where the learner needs to be to help them understand how they
are progressing in their language development. This does imply more work for the
teacher, but it also means progress is not solely based on a number. Students should
be provided feedback, teachers should include self-evaluations as well as peer
evaluations so that their mark is a reflection of their overall development in
communication (written and oral). Types of feedback and assessment will be
discussed in the Curriculum course, it is a good idea to keep in mind these strategies.
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These strategies provided are ways to help rectify interlanguage so that the students
work towards a native-like language ability in the L2. These are considerations to
keep in mind when designing activities, tasks or exams as well as overall dynamics of
the classroom. There is no correct formula, it is all trial and error, and knowing who
your students are and what their background is in second language learning.
English is presently spoken on all of the continents of the world as a result of the
language presence in so many places there are variations of the language. These
variations are not only grammatical and vocabulary words but have an influence from
the culture in which it is evolving. Though most individuals think of British English
versus American English as the standard variation. Looking at the present-day
geographical distribution of the English language it becomes clear there are more
language varieties.
East coast of the United States is colonized during the late 17th century to the
early 18th century when settlers left Ulster and Scotland.
Eastern Caribbean is colonized from the mid-17th century and 18th century with
settlers from various parts of England and Ireland.
Newfoundland is colonized during the late 18th century to the early 19th century
when settlers left southwest England and southeast Ireland to go to Canada.
Australia and New Zealand are colonized in the 18th and 19th century by settlers
from southeast England, Ireland and Scotland.
5.6. References
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Mahmood, A. H., & Murad, I. M. (2018). Approaching the Language of the Second
Language Learner: Interlanguage and the Models Before. English Language Teaching,
95-108.
Selinker, L. (2014). Chapter 10: Interlanguage 40 years on: Three themes from here.
In Z. Han, & E. Tarone, Interlanguage: Forty Years Later (pp. 221-246). John Benjamins
Publishing Company.
Sandrock, P., & Swender, E. (2012). Performance Descriptors for Language Learners.
Retrieved from American Council on the teaching of a Foreign Languages:
https://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLea
rners.pdf
Varieties of English
The encyclopedia Britannica outlines the varieties of English with videos and article
remarks.
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The article reviews differences between American English and British English.
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2. The systems which can affect an individual’s interlanguage are… (select all that
apply)
A. A person’s L1.
B. Interlanguage.
C. The target language.
D. Other languages the person may know.
7. Students should work with the L2 in various modes of communication but this can
hinder their interlanguage.
A. True.
B. False.
10. Interlanguage can be influenced from the target language’s culture and the
speaker’s L1.
A. True.
B. False.
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